Introduction. Within the framework of positive psychology, this article reviews both international and Russian research conducted over recent decades on the relationship between subjective well-being and self-perception of physical appearance. Aim. The present study aims to examine the relationship between self-perception of physical appearance and subjective well-being during early adolescence. Methodology and research methods. The following instruments were employed in the empirical study: the Self-Esteem of Physical Appearance Scale (V. A. Labunskaya), the Attitude Towards One’s Physical Appearance: Satisfaction and Concern Questionnaire (V. A. Labunskaya and E. V. Kapitanova), the Subjective Well-Being Scale (A. Perrudet-Badoux, adapted by M. V. Sokolova), and the Diagnostics of Subjective Well-Being of the Individual (R. M. Shamionov and T. V. Beskova). Results . Young men and women who evaluate their appearance positively exhibit higher levels of subjective well-being. A negative correlation has been identified between satisfaction with one’s physical appearance and indicators of subjective well-being such as tension, psycho-emotional symptoms, and mood swings, alongside a positive correlation with self-rated health. Young women tend to be more attentive to their appearance and to how others perceive it than young men. Young men demonstrate a stronger focus on the positive emotional pole – experiencing satisfaction with their appearance – whereas young women tend to focus on the opposite pole, namely concern about their appearance. In young men, self-perceived appearance scales are more frequently associated with social-normative well-being, while in young women they are more commonly linked to hedonistic well-being. Scientific novelty. The study provides a detailed analysis of the relationship between key indicators of subjective well-being and self-perception of physical appearance, considering gender during early adolescence, thereby contributing to a deeper understanding of this association. Practical significance. A detailed analysis of the relationship between the primary indicators of subjective well-being and measures of self-perception regarding physical appearance can provide a foundation for developing corrective and developmental programmes aimed at promoting a positive body image and enhancing subjective well-being, with due consideration of gender.

Introduction. The study focuses on methods, grounded in the competency-based approach to education, for regulating the learning activities of higher education institutions through the utilisation of bodies of professional knowledge and skills. These are understood as codified (systematised and organised) bodies of knowledge recognised by members of the relevant professional and/or educational communities. Aim. Through an analysis of both Russian and international experience, this study aims to demonstrate the feasibility of integrating professional knowledge and skills into the documents governing the core of higher education, and to substantiate the practical significance of this approach. Methodology and research methods. The study includes an analysis of the contradictions between the knowledge-and-skills model and the competency-based model of higher education, as well as an examination of the possibilities for integrating bodies of knowledge and skills into documents regulating higher education. The analysis encompassed publications in Russian and international scientific journals indexed in the Scopus, Web of Science, and RSCI databases, alongside scientific monographs and reports from international research groups investigating the construction of bodies of knowledge and their alignment with professional competencies. Results and scientific novelty. It is demonstrated that there are neither fundamental nor technical obstacles to integrating bodies of knowledge and skills into educational standards and frameworks, which are considered both in the development and accreditation of educational programmes. The existence of a body of knowledge and skills defining the professional core of an educational programme, agreed upon by the educational community, would strengthen the cohesion of the national educational space, establish an optimal balance between the fundamental and applied components of professional training, thereby creating a barrier against the observed decline in the level of fundamental training in some higher education institutions, and provide tools for assessing the quality of professional training. Practical significance. The practical feasibility of integrating bodies of knowledge and skills into the competency-based model of higher education has been demonstrated. The results obtained can be utilised to enhance the quality management of higher education.

Introduction. Psychological coping strategies are a crucial factor in determining teachers’ ability to manage professional stress, maintain emotional stability, and preserve psychological well-being. Their effectiveness directly influences the prevention of burnout syndrome and the development of professional resilience. Aim. The aim of this study is to assess the correlations between dominant coping strategies and the components of professional burnout among trainee teachers. Methodology and research methods. The empirical research was conducted using psychodiagnostic instruments: the Ways of Coping Checklist (WCC) to identify stress coping strategies, and the Maslach Burnout Inventory (MBI) to assess levels of professional exhaustion. The study sample comprised 450 individuals from educational centres in the Rabat-Salé-Kénitra region of Morocco. Results. It was established that more than half of the respondents exhibited moderate to high levels of emotional exhaustion and depersonalisation, accompanied by a reduction in professional efficacy. Statistically significant relationships were identified between the level of burnout (low, moderate, and high) and the frequency of use of specific coping strategies: problem-focused coping, emotion-focused coping, and seeking social support. Scientific novelty. The scientific novelty of this study lies in examining these relationships within the specific cohort of trainee teachers in the Moroccan educational context. Practical significance. The results obtained provide an empirical foundation for the development and implementation of targeted psycho-pedagogical programmes designed to foster adaptive coping resources in teachers during their induction into the profession. Such programmes can serve as an effective tool for the early prevention of burnout syndrome within the education system.

Introduction . The integration of virtual reality (VR) platforms into educational museum spaces plays a crucial role in preserving and promoting traditional music. However, the declining interest among young people in traditional Indonesian musical instruments emphasises the need for innovative pedagogical strategies. Museum-based VR platforms offer a promising tool to enhance interactivity, accessibility, and relevance in learning. Aim . The present study aims to identify the key factors influencing the implementation of VR technologies in the educational processes of museums, utilising the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological Pedagogical Content Knowledge (TPACK) framework. Methodology and research methods . The study employed partial least squares structural equation modelling (PLS-SEM) to examine the influence of technological competence, cultural factors, behavioural attitudes, and pedagogical knowledge on the effectiveness of using VR. Results and scientific novelty. The critical role of teacher training in enhancing their technological and pedagogical qualifications was confirmed. The PLS-SEM results demonstrate that technological competence and pedagogical knowledge significantly influence behavioural intentions, which, in turn, are the strongest predictors of the actual use of VR technologies. Practical significance . Practical recommendations are provided for educators, developers of educational programmes, and specialists in cultural heritage concerning the integration of VR into learning and exhibition contexts. It is demonstrated that the pedagogically informed application of VR technologies to culturally significant materials enhances engagement and learning effectiveness, thereby contributing to the preservation of traditional Indonesian music.

Introduction. Digital storytelling is a crucial component of contemporary value-oriented education. Complementing traditional teaching methods, it serves as a tool to shape and convey administrative values such as justice, equality, and responsibility. Aim. The present research aims to examine teachers’ attitudes towards the use of digital storytelling in developing administrative values . Methodology and research methods . The research employed descriptive and analytical methods. The general population comprised a random sample of 466 secondary school teachers in Irbid, Jordan. Data were collected using specialised survey instruments. Results. The data obtained indicate a high level of approval for the use of the digital storytelling method among the respondents, as confirmed by average rating values ranging from 4.16 to 4.23 on a closed scale. Scientific novelty . The scientific novelty of this study lies in its focus on the underexplored issue of utilising digital storytelling to develop administrative values within the framework of the Jordanian national education system. Practical significance . The results of this research may be highly sought after when designing advanced training programmes for teachers aimed at developing competencies in the effective use of digital storytelling methods. They are also valuable for informing educational policy principles focused on integrating digital technologies and narrative practices into curricula.

Introduction. In the context of identifying tools for the development of human capital, it is important to examine the perspectives of young people, as future participants in the labour market, concerning the possibility of combining parental and professional roles. This research focuses on the prospects for integrating higher education into the processes of shaping corporate citizenship within the demographic sphere. Aim. The present study aimed to analyse Russian students’ perceptions of the importance of corporate demographic policy practices in the implementation of reproductive and career strategies. Methodology and research methods . The methodological foundation of this study was a qualitative analysis of essays written by 112 university students from the Siberian and Ural Federal Districts. Two key indicators were identified and evaluated using content analysis: 1) the level of interest in corporate family support measures; and 2) the perceived impact of these measures on personal reproductive decisions . Results. It was revealed that students hold certain views and varying levels of interest in corporate support measures for employees with families. A correlation was identified between the degree of interest in corporate demographic policy measures and their influence on students’ reproductive plans. Scientific novelty . The scientific novelty lies in the development of an original approach to integrating business and educational institutions to support a pro-natalist policy. Practical significance . The results obtained can be used to develop a model for integrating the corporate sector and institutions of higher education in the informational promotion of successful examples of corporate demographic policies. This aims to shape students’ attitudes towards combining career and reproductive plans, thereby enhancing high-value human capital in the regions.

Introduction. The crucial role of methodologically sound pedagogical texts in scientific communication emphasises the need to develop tools for their critical analysis by readers. One such tool is academic commentary, which specifically evaluates the validity of conclusions, supplements, and corrects the author’s content, logic, and intended meaning . Aim. The present study aimed to substantiate the structure of academic commentary on an educational text that fulfils the requirements of contemporary scientific methodology in the humanities. Methodology and research methods . The selection of materials was based on the following criteria: (a) representativeness, as reflected by the authors’ broad range of scientific standing; (b) diversity of the authors’ research interests; and (c) varying scales of scientific research. The analysis included publications in peer-reviewed scientific journals indexed in the Scopus, Web of Science, and RSCI databases, as well as leading peer-reviewed Russian journals from the Higher Attestation Commission (HAC) list, and scientific monographs. Logical content analysis was employed to identify logical inconsistencies and to assess the substantive sufficiency of the texts. Results . Academic commentary on a scientific text within the field of education constitutes a form of methodological reflection, encompassing a comprehensive analysis and evaluation of the research parameters presented. The proposed commentary model includes reflection on: (a) the substantive adequacy of the conclusions drawn; (b) logical validity; and (c) the portrayal of the author as perceived by the reader. The inclusion of academic commentary among the procedures of methodological reflection is justified by the following stages: stopping and fixation (highlighting fragments of the text subject to methodological commentary); distancing (shifting from the role of reader to that of scientific analyst); objectification (evaluation that excludes personal preferences and is based on recognised methodological criteria); and reversal (delayed comprehension of the accuracy of the commentary itself). The developed model permits the use of both rigorous (formalised) evaluation criteria – for example, in analysing logical validity – and more flexible (interpretative) approaches when assessing substantive adequacy and the author’s image in the reader’s mind. Scientific novelty. The scientific novelty of this research lies in the substantiation of the component composition of academic commentary, the development of methods for its integration into methodological reflection, and the establishment of a criteria-based typology of commentary according to its critical role in educational research. Practical significance . The practical significance of this research is realised through the development of a toolkit for evaluating pedagogical texts and creating educational content across all levels of higher pedagogical education, from bachelor’s degrees to doctoral studies.

Introduction. This article investigates the factors influencing digital socialisation and their relationship with digital parental mediation strategies, within the context of educating children with disabilities. The relevance of this work arises from the limited existing research on digital socialisation for this specific category of pupils, combined with the acknowledged, pivotal role of parents and the pervasive digitalisation of contemporary society. Aim . This study aims to identify and analyse the structure of factors affecting the digital socialisation of children with disabilities, and to establish the correlations between these factors and parental mediation strategies. Methodology and research methods . The study is grounded in the cultural-historical approach of L. S. Vygotsky and the socio-cognitive concept of digital socialisation developed by G. U. Soldatova and A. E. Voiskunsky. The empirical component involved an online survey employing an adapted version of the “Digital Parental Mediation Questionnaire” alongside an author-designed questionnaire to evaluate factors influencing digital socialisation. The sample comprised parents of schoolchildren with impairments in intelligence, hearing, vision, or speech (n = 419), as well as a control group of parents of typically developing peers (n = 77). Results and scientific novelty. Factor analysis revealed a four-factor structure of digital socialisation: the child’s digital competence index, the parent’s digital competence index, the educational and social value factor of the digital environment, and the individual-personal factor. It was established that the strongest associations were observed between the components of the educational and social value factor of the digital environment and all mediation strategies. The weakest correlation was recorded between the individual-personal factor and control strategies. Practical significance. The findings of the study can be applied to the development of advanced training programmes for teachers and the psychological and pedagogical support of children with disabilities. They can also be used to optimise the planning of educational activities, taking into account the identified factors of digital socialisation.

Introduction. Mindfulness practices encompass a set of cognitive training techniques designed to develop mechanisms of voluntary attention and metacognitive control. Their application helps enhance the effectiveness of coping strategies under stress, reduce psychophysiological stress levels, and optimise self-regulation functions as well as overall psychological well-being. Aim. The present study aims to investigate the impact of integrating mindfulness training into the curriculum on improving concentration among gifted adolescent girls with attention deficit hyperactivity disorder (ADHD) in relation to their perception of the curriculum. Methodology and research methods. In the first stage, an experiment was conducted to implement a training programme based on mindfulness strategies. Subsequently, during the qualitative research phase, in-depth interviews with the participants were analysed. The sample consisted of 24 students with twice-exceptionalities (giftedness and a diagnosed ADHD), randomly divided into two groups: experimental (n = 12) and control (n = 12). Four tests – the Stroop, Continuous Attention, Flanker, and Simon tests – were administered to measure attention levels before, midway through, and after the intervention . Results. The results revealed statistically significant differences between the control and experimental groups at all three testing stages, favouring the experimental group. This outcome is attributed to the effects of mindfulness training. Additionally, qualitative analysis using NVivo confirmed the positive impact of mindfulness practices on students’ focus and executive functioning skills. Scientific novelty. The scientific novelty of this work lies in its focus on a specific category of students who are often overlooked in pedagogical research, as well as in the application of cognitive techniques tailored for gifted students with twice-exceptionalities. Practical significance . The proposed technique effectively enhances concentration, self-regulation, and cognitive performance in students.

Introduction. The study of the axiological dimension of lean technologies in education holds significant scientific and practical importance, particularly in addressing the challenges confronting the modern education system. Aim. This study aimed to identify the axiological potential of lean technologies within general and professional pedagogical education. Methodology and research methods . The study was conducted using an axiological approach to education, a process-oriented approach to management, lean manufacturing methodology, and the theory of scientific management in education. It employed both qualitative methods (including literature review, document analysis, and interviews) and quantitative methods (such as data monitoring, surveys, and statistical analysis). Results. The universality of the lean production methodology has been confirmed. It has been established that the application of lean manufacturing methods and tools within the context of process-oriented management and an axiological approach contributes to increased efficiency in educational organisations (through reduced bureaucratic burden via automation and standardisation of processes, and decreased time spent on routine operations), value orientation (evaluating each process in terms of its contribution to the quality of education and benefits for the student), horizontal management (distributed leadership and the cultivation of a culture of continuous improvement), a shift from vertical reporting to data-driven management (facilitated by digital transformation), and enhanced satisfaction among all participants in educational relationships. The key values of a lean school have been identified as: “Student at the Centre”, “Quality of Education”, “Dignity of Teaching Labour”, “Optimised Environment”, and “Distributed Leadership”. Scientific novelty . An axiological re-evaluation of the lean manufacturing methodology for effective integration into education has been undertaken. An interdisciplinary synthesis of lean technologies, process-oriented, and axiological approaches was conducted, thereby overcoming the purely utilitarian adoption of lean production methods within education. Practical significance . A ready-to-replicate “Lean School” model and associated tools for reducing the bureaucratic burden on teachers have been developed.